2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
10/06/14
Pacing
5/10
Days
Standards/Pacing
[ 3.R.RL.03] I can analyze
characters in a story and prove
why their actions affect the
sequence of events.
ELP Standards
III-R-4:HI-14
describing the characters’ traits and their
motivations within a fictional text.
40/40
Days
d. Form and use regular and
irregular verbs.
e. Form and use the simple (e.g.,
I walked; I walk; I will walk) verb
tenses.
f. Ensure subject-verb and
III-L-1:HI-5 (v)
using simple present tense irregular
verbs: to be, to have, to do, and to go to
produce declarative, negative, and
interrogative simple sentences.
III-L-1:HI-6 (v)
producing declarative, negative, and
interrogative sentences using simple
present tense verbs with subject-verb
agreement.
III-L-1:HI-7(v)
1
Chinle Unified School District, No. 24
September 2014
Stage III ELP Standards
Stage III ELP/Common Core
Crosswalk
BT Unwrapped 3.R.RL.03
Describe characters in a story
(e.g., their traits, motivations, or
feelings) and explain how their
actions contribute to the
sequence of events.
"I can analyze characters in a
story and prove why their
actions affect the sequence of
events."
[ 3.L.01def] I can apply concepts
of conventions when writing and
speaking.
Resources
BT Unwrapped 3.L.01a-j
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
pronoun- antecedent agreement.
producing declarative, negative, and
interrogative sentences using present
progressive tense verbs with subject-verb
agreement.
"I can apply concepts of
conventions when writing and
speaking."
III-L-1:HI-8(v)
differentiating between the use of simple
present and present progressive verb
tenses.
III-L-1:HI-9(v)
producing declarative, negative, and
interrogative sentences using simple past
tense regular verbs with subject-verb
agreement.
III-L-1:HI-10(v)
using simple past tense irregular verbs: to
be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences (subject-verb
agreement).
III-L-1:HI-11(v)
producing declarative, negative, and
interrogative sentences using irregular
simple past tense verbs with subject-verb
agreement.
2
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
40/40
Days
Standards/Pacing
ELP Standards
[ 3.L.02] I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling.
III-L-1:HI-12(v)
III-L-1:HI-18(v)
III-L-1:HI-19(v)
III-L-1:HI-20(v)
III-L-1:HI-21(v)
III-W-2:HI-2
spelling multi-syllable words using
knowledge of syllabication and spelling
patterns.
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
III-W-2:HI-3
spelling grade appropriate words (i.e.,
high frequency, common, academic,
homonyms and plurals).
a.Capitalize appropriate words in
titles.
III-W-2:HI-4
using capitalization for proper nouns (i.e.,
names, place names, dates, holidays,
languages), titles (including book and
poem titles), and abbreviations.
b.Use commas in addresses.
c.Use commas and quotation
marks in dialogue.
d.Form and use possessives.
e.Use conventional spelling for
high-frequency and other studied
III-W-2:HI-5
using punctuation for:
- sentence endings
-semi-colons in a series,
introductory clauses, dialogue and direct
address
3
Chinle Unified School District, No. 24
September 2014
Resources
BT Unwrapped 3.L.02a_g
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
words and for adding suffixes to
base words (e.g., sitting, smiled,
cries, happiness).
f.Use spelling patterns and
generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules,
meaningful word parts) in writing
words.
ELP Standards
Resources
-quotation marks for dialogue
and titles
-colons to punctuate business
letter salutations
-apostrophes to punctuate
contractions and plural possessives
g.Consult reference materials,
including beginning dictionaries,
as needed to check and correct
spellings.
35/40
Days
"I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling."
[ 3.L.05] I can differentiate
between figurative language and
literal language.
Demonstrate understanding of
word relationships and nuances
in word meanings.
III-L-2:HI-9(vocab)
completing and explaining analogous
relationships (e.g., bravery: courage ::
smooth: ______).
III-L-2:HI-13(vocab)
interpreting the meaning of figurative
language including in a variety of grade4
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.05a-c
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
a.Distinguish the literal and nonliteral meanings of words and
phrases in context (e.g., take
steps).
ELP Standards
Resources
level texts.
b.Identify real-life connections
between words and their use
(e.g., describe people who are
friendly or helpful).
c.Distinguish shades of meaning
among related words that
describe states of mind or
degrees of certainty (e.g., knew,
believed, suspected, heard,
wondered).
"I can differentiate between
figurative language and literal
language."
35/40
Days
[ 3.L.06] I can apply concepts of
3rd grade language when I
speak.
Acquire and use accurately
grade-appropriate conversational,
III-LS-1:HI-6
responding to comprehension questions
by demonstrating relationships among
facts, ideas or events and extending the
information to other relevant contexts
using appropriate academic vocabulary.
5
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.06
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
general academic, and domain
specific words and phrases,
including those that signal spatial
and temporal relationships (e.g.,
After dinner that night we went
looking for them).
"I can apply concepts of 3rd
grade language when I speak."
ELP Standards
Resources
(e.g., problem/solution, cause/effect,
compare/contrast, etc.)
III-LS-1:HI-8
responding to social conversations by
rephrasing and repeating information,
asking questions, offering advice, sharing
one’s experiences, and expressing one’s
thoughts.
III-LS-1:HI-9
asking questions to clarify ideas and
concepts.
35/40
Days
[ 3.W.02] I can compose and
illustrate an informational report
that includes main idea and
details about a topic.
Write an informative/explanatory
text to examine a topic and
convey ideas and information
clearly.
a. Introduce a topic and group
related information together;
include illustrations when useful
III-W-1:HI-4
writing expository essays and
informational reports that include topic
sentences, main ideas, and relevant
supporting details, using appropriate
transitions, varied sentence structure and
precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing
only key ideas and relevant content
vocabulary summarizing a variety of text
and of varying length. (e.g., science text
chapter, article, book, oral presentations,
6
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.W.02
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
to aiding comprehension.
ELP Standards
Resources
etc.).
b. Develop the topic with facts,
definitions, and details.
c. Use linking words and phrases
(e.g., also, another, and, more,
but) to connect ideas within
categories of information.
d. Provide a concluding
statement or section.
10/13/14
10/10
Days
"I can compose and illustrate
an informational report that
includes main idea and details
about a topic."
[ 3.R.RI.02] I can connect key
details to the main idea of the
text.
III-R-4:HI-4
generating who, what, where, when, why,
which and how questions to clarify text.
Determine the main idea of a text;
recount the key details and
explain how they support the
main idea.
"I can connect key details to
the main idea of the text."
7
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.R.RI.02
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
35/40
Days
[ 3.L.01def] I can apply concepts
of conventions when writing and
speaking.
d. Form and use regular and
irregular verbs.
e. Form and use the simple (e.g.,
I walked; I walk; I will walk) verb
tenses.
f. Ensure subject-verb and
pronoun- antecedent agreement.
"I can apply concepts of
conventions when writing and
speaking."
ELP Standards
III-L-1:HI-5 (v)
using simple present tense irregular
verbs: to be, to have, to do, and to go to
produce declarative, negative, and
interrogative simple sentences.
III-L-1:HI-6 (v)
producing declarative, negative, and
interrogative sentences using simple
present tense verbs with subject-verb
agreement.
III-L-1:HI-7(v)
producing declarative, negative, and
interrogative sentences using present
progressive tense verbs with subject-verb
agreement.
III-L-1:HI-8(v)
differentiating between the use of simple
present and present progressive verb
tenses.
III-L-1:HI-9(v)
producing declarative, negative, and
interrogative sentences using simple past
tense regular verbs with subject-verb
agreement.
8
Chinle Unified School District, No. 24
September 2014
Resources
BT Unwrapped 3.L.01a-j
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
III-L-1:HI-10(v)
using simple past tense irregular verbs: to
be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences (subject-verb
agreement).
III-L-1:HI-11(v)
producing declarative, negative, and
interrogative sentences using irregular
simple past tense verbs with subject-verb
agreement.
35/40
Days
[ 3.L.02] I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling.
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
III-L-1:HI-12(v)
III-L-1:HI-18(v)
III-L-1:HI-19(v)
III-L-1:HI-20(v)
III-L-1:HI-21(v)
III-W-2:HI-2
spelling multi-syllable words using
knowledge of syllabication and spelling
patterns.
III-W-2:HI-3
spelling grade appropriate words (i.e.,
high frequency, common, academic,
homonyms and plurals).
9
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.02a_g
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
spelling when writing.
a.Capitalize appropriate words in
titles.
b.Use commas in addresses.
c.Use commas and quotation
marks in dialogue.
d.Form and use possessives.
e.Use conventional spelling for
high-frequency and other studied
words and for adding suffixes to
base words (e.g., sitting, smiled,
cries, happiness).
f.Use spelling patterns and
generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules,
meaningful word parts) in writing
words.
III-W-2:HI-4
using capitalization for proper nouns (i.e.,
names, place names, dates, holidays,
languages), titles (including book and
poem titles), and abbreviations.
III-W-2:HI-5
using punctuation for:
- sentence endings
-semi-colons in a series,
introductory clauses, dialogue and direct
address
-quotation marks for dialogue
and titles
-colons to punctuate business
letter salutations
-apostrophes to punctuate
contractions and plural possessives
g.Consult reference materials,
including beginning dictionaries,
as needed to check and correct
10
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
spellings.
30/40
Days
"I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling."
[ 3.L.05] I can differentiate
between figurative language and
literal language.
Demonstrate understanding of
word relationships and nuances
in word meanings.
a.Distinguish the literal and nonliteral meanings of words and
phrases in context (e.g., take
steps).
III-L-2:HI-9(vocab)
completing and explaining analogous
relationships (e.g., bravery: courage ::
smooth: ______).
III-L-2:HI-13(vocab)
interpreting the meaning of figurative
language including in a variety of gradelevel texts.
b.Identify real-life connections
between words and their use
(e.g., describe people who are
friendly or helpful).
c.Distinguish shades of meaning
among related words that
describe states of mind or
degrees of certainty (e.g., knew,
11
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.05a-c
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
believed, suspected, heard,
wondered).
"I can differentiate between
figurative language and literal
language."
30/40
Days
[ 3.L.06] I can apply concepts of
3rd grade language when I
speak.
Acquire and use accurately
grade-appropriate conversational,
general academic, and domain
specific words and phrases,
including those that signal spatial
and temporal relationships (e.g.,
After dinner that night we went
looking for them).
"I can apply concepts of 3rd
grade language when I speak."
III-LS-1:HI-6
responding to comprehension questions
by demonstrating relationships among
facts, ideas or events and extending the
information to other relevant contexts
using appropriate academic vocabulary.
(e.g., problem/solution, cause/effect,
compare/contrast, etc.)
III-LS-1:HI-8
responding to social conversations by
rephrasing and repeating information,
asking questions, offering advice, sharing
one’s experiences, and expressing one’s
thoughts.
III-LS-1:HI-9
asking questions to clarify ideas and
concepts.
12
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.06
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
30/40
Days
Standards/Pacing
[ 3.W.02] I can compose and
illustrate an informational report
that includes main idea and
details about a topic.
Write an informative/explanatory
text to examine a topic and
convey ideas and information
clearly.
a. Introduce a topic and group
related information together;
include illustrations when useful
to aiding comprehension.
ELP Standards
III-W-1:HI-4
writing expository essays and
informational reports that include topic
sentences, main ideas, and relevant
supporting details, using appropriate
transitions, varied sentence structure and
precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing
only key ideas and relevant content
vocabulary summarizing a variety of text
and of varying length. (e.g., science text
chapter, article, book, oral presentations,
etc.).
b. Develop the topic with facts,
definitions, and details.
c. Use linking words and phrases
(e.g., also, another, and, more,
but) to connect ideas within
categories of information.
d. Provide a concluding
statement or section.
"I can compose and illustrate
an informational report that
13
Chinle Unified School District, No. 24
September 2014
Resources
BT Unwrapped 3.W.02
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
10/20/14
Pacing
5/10
Days
Standards/Pacing
ELP Standards
Resources
includes main idea and details
about a topic."
[ 3.R.RI.02] I can connect key
details to the main idea of the
text.
III-R-4:HI-4
generating who, what, where, when, why,
which and how questions to clarify text.
BT Unwrapped 3.R.RI.02
III-L-1:HI-5 (v)
using simple present tense irregular
verbs: to be, to have, to do, and to go to
produce declarative, negative, and
interrogative simple sentences.
BT Unwrapped 3.L.01a-j
Determine the main idea of a text;
recount the key details and
explain how they support the
main idea.
30/40
Days
"I can connect key details to
the main idea of the text."
[ 3.L.01def] I can apply concepts
of conventions when writing and
speaking.
d. Form and use regular and
irregular verbs.
e. Form and use the simple (e.g.,
I walked; I walk; I will walk) verb
tenses.
f. Ensure subject-verb and
pronoun- antecedent agreement.
"I can apply concepts of
III-L-1:HI-6 (v)
producing declarative, negative, and
interrogative sentences using simple
present tense verbs with subject-verb
agreement.
III-L-1:HI-7(v)
producing declarative, negative, and
interrogative sentences using present
14
Chinle Unified School District, No. 24
September 2014
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
conventions when writing and
speaking."
progressive tense verbs with subject-verb
agreement.
III-L-1:HI-8(v)
differentiating between the use of simple
present and present progressive verb
tenses.
III-L-1:HI-9(v)
producing declarative, negative, and
interrogative sentences using simple past
tense regular verbs with subject-verb
agreement.
III-L-1:HI-10(v)
using simple past tense irregular verbs: to
be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences (subject-verb
agreement).
III-L-1:HI-11(v)
producing declarative, negative, and
interrogative sentences using irregular
simple past tense verbs with subject-verb
agreement.
III-L-1:HI-12(v)
15
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
30/40
Days
Standards/Pacing
ELP Standards
[ 3.L.02] I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling.
III-L-1:HI-18(v)
III-L-1:HI-19(v)
III-L-1:HI-20(v)
III-L-1:HI-21(v)
III-W-2:HI-2
spelling multi-syllable words using
knowledge of syllabication and spelling
patterns.
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
III-W-2:HI-3
spelling grade appropriate words (i.e.,
high frequency, common, academic,
homonyms and plurals).
a.Capitalize appropriate words in
titles.
III-W-2:HI-4
using capitalization for proper nouns (i.e.,
names, place names, dates, holidays,
languages), titles (including book and
poem titles), and abbreviations.
b.Use commas in addresses.
c.Use commas and quotation
marks in dialogue.
d.Form and use possessives.
e.Use conventional spelling for
high-frequency and other studied
words and for adding suffixes to
base words (e.g., sitting, smiled,
III-W-2:HI-5
using punctuation for:
- sentence endings
-semi-colons in a series,
introductory clauses, dialogue and direct
address
-quotation marks for dialogue
and titles
16
Chinle Unified School District, No. 24
September 2014
Resources
BT Unwrapped 3.L.02a_g
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
cries, happiness).
f.Use spelling patterns and
generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules,
meaningful word parts) in writing
words.
ELP Standards
Resources
-colons to punctuate business
letter salutations
-apostrophes to punctuate
contractions and plural possessives
g.Consult reference materials,
including beginning dictionaries,
as needed to check and correct
spellings.
20/20
Days
"I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling."
[ 3.L.04] I can assess the
meaning of a word or phrase
using a variety of strategies.
Determine or clarify the meaning
of unknown and multiple-meaning
word and phrases based on
grade 3 reading and content,
choosing flexibly from a range of
III-L-2:HI-2(vocab)
identifying the meaning/usage of sight
words and utilizing them in context.
III-L-2:HI-3(vocab)
identifying the meaning/usage of high
frequency words and utilizing them in
context.
III-L-2:HI-4(vocab)
17
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.04a-d
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
strategies.
a. Use sentence-level context as
a clue to the meaning of a word
or phrase.
b. Determine the meaning of the
new word formed when a known
affix is added to a known word
e.g., agreeable/disagreeable,
comfortable/
c. uncomfortable, care/careless,
heat/preheat).
d. Use a known root word as a
clue to the meaning of an
unknown word with the same root
(e.g., company, companion)
e.Use glossaries or beginning
dictionaries, both print and digital,
to determine or clarify the precise
meaning of key words and
phrases.
ELP Standards
explaining the meaning and usage of
grade-specific academic vocabulary and
symbols.
III-L-2:HI-7(vocab)
using knowledge of base/root words and
affixes (prefixes and suffixes) to
determine the meaning of unknown
grade-level content words.
III-L-2:HI-10(vocab)
using context clues in a variety of content
texts to confirm the intended meaning of
grade-level homonyms and multiplemeaning words.
III-L-2:HI-12(vocab)
using context clues in a variety of content
texts to confirm the intended meaning of
grade-level content words.
III-L-2:HI-14(vocab)
using a dictionary to identify meanings,
spellings, and pronunciations of gradelevel content words.
"I can assess the meaning of a
word or phrase using a variety
18
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
of strategies."
25/40
Days
[ 3.L.05] I can differentiate
between figurative language and
literal language.
Demonstrate understanding of
word relationships and nuances
in word meanings.
a.Distinguish the literal and nonliteral meanings of words and
phrases in context (e.g., take
steps).
III-L-2:HI-9(vocab)
completing and explaining analogous
relationships (e.g., bravery: courage ::
smooth: ______).
III-L-2:HI-13(vocab)
interpreting the meaning of figurative
language including in a variety of gradelevel texts.
b.Identify real-life connections
between words and their use
(e.g., describe people who are
friendly or helpful).
c.Distinguish shades of meaning
among related words that
describe states of mind or
degrees of certainty (e.g., knew,
believed, suspected, heard,
wondered).
"I can differentiate between
19
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.05a-c
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
figurative language and literal
language."
25/40
Days
[ 3.L.06] I can apply concepts of
3rd grade language when I
speak.
Acquire and use accurately
grade-appropriate conversational,
general academic, and domain
specific words and phrases,
including those that signal spatial
and temporal relationships (e.g.,
After dinner that night we went
looking for them).
"I can apply concepts of 3rd
grade language when I speak."
III-LS-1:HI-6
responding to comprehension questions
by demonstrating relationships among
facts, ideas or events and extending the
information to other relevant contexts
using appropriate academic vocabulary.
(e.g., problem/solution, cause/effect,
compare/contrast, etc.)
BT Unwrapped 3.L.06
III-LS-1:HI-8
responding to social conversations by
rephrasing and repeating information,
asking questions, offering advice, sharing
one’s experiences, and expressing one’s
thoughts.
III-LS-1:HI-9
asking questions to clarify ideas and
concepts.
25/40
Days
[ 3.W.02] I can compose and
illustrate an informational report
that includes main idea and
details about a topic.
III-W-1:HI-4
writing expository essays and
informational reports that include topic
sentences, main ideas, and relevant
20
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.W.02
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
Write an informative/explanatory
text to examine a topic and
convey ideas and information
clearly.
a. Introduce a topic and group
related information together;
include illustrations when useful
to aiding comprehension.
ELP Standards
supporting details, using appropriate
transitions, varied sentence structure and
precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing
only key ideas and relevant content
vocabulary summarizing a variety of text
and of varying length. (e.g., science text
chapter, article, book, oral presentations,
etc.).
b. Develop the topic with facts,
definitions, and details.
c. Use linking words and phrases
(e.g., also, another, and, more,
but) to connect ideas within
categories of information.
d. Provide a concluding
statement or section.
"I can compose and illustrate
an informational report that
includes main idea and details
about a topic."
21
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
10/27/14
Pacing
Standards/Pacing
ELP Standards
10/10
Days
[ 3.R.RL.02] Recount stories,
including fables, folktales, and
myths from diverse cultures:
determine the central message,
lesson, moral and explain how it
is conveyed through key details in
the text.
III-R-4:HI-5
retelling a story or event with a beginning,
middle, and end using transition words
and complete sentences.
BT Unwrapped 3.R.RL.02
III-L-1:HI-5 (v)
using simple present tense irregular
verbs: to be, to have, to do, and to go to
produce declarative, negative, and
interrogative simple sentences.
BT Unwrapped 3.L.01a-j
25/40
Days
"I can summarize the message
of fables, folktales, and myths,
and prove my thinking using
key details from the text."
[ 3.L.01def] I can apply concepts
of conventions when writing and
speaking.
d. Form and use regular and
irregular verbs.
e. Form and use the simple (e.g.,
I walked; I walk; I will walk) verb
tenses.
f. Ensure subject-verb and
pronoun- antecedent agreement.
"I can apply concepts of
conventions when writing and
III-L-1:HI-6 (v)
producing declarative, negative, and
interrogative sentences using simple
present tense verbs with subject-verb
agreement.
III-L-1:HI-7(v)
producing declarative, negative, and
interrogative sentences using present
progressive tense verbs with subject-verb
22
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
speaking."
ELP Standards
agreement.
III-L-1:HI-8(v)
differentiating between the use of simple
present and present progressive verb
tenses.
III-L-1:HI-9(v)
producing declarative, negative, and
interrogative sentences using simple past
tense regular verbs with subject-verb
agreement.
III-L-1:HI-10(v)
using simple past tense irregular verbs: to
be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences (subject-verb
agreement).
III-L-1:HI-11(v)
producing declarative, negative, and
interrogative sentences using irregular
simple past tense verbs with subject-verb
agreement.
III-L-1:HI-12(v)
III-L-1:HI-18(v)
23
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
25/40
Days
Standards/Pacing
ELP Standards
[ 3.L.02] I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling.
III-L-1:HI-19(v)
III-L-1:HI-20(v)
III-L-1:HI-21(v)
III-W-2:HI-2
spelling multi-syllable words using
knowledge of syllabication and spelling
patterns.
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
III-W-2:HI-3
spelling grade appropriate words (i.e.,
high frequency, common, academic,
homonyms and plurals).
a.Capitalize appropriate words in
titles.
III-W-2:HI-4
using capitalization for proper nouns (i.e.,
names, place names, dates, holidays,
languages), titles (including book and
poem titles), and abbreviations.
b.Use commas in addresses.
c.Use commas and quotation
marks in dialogue.
d.Form and use possessives.
e.Use conventional spelling for
high-frequency and other studied
words and for adding suffixes to
base words (e.g., sitting, smiled,
III-W-2:HI-5
using punctuation for:
- sentence endings
-semi-colons in a series,
introductory clauses, dialogue and direct
address
-quotation marks for dialogue
and titles
-colons to punctuate business
24
Chinle Unified School District, No. 24
September 2014
Resources
BT Unwrapped 3.L.02a_g
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
cries, happiness).
f.Use spelling patterns and
generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules,
meaningful word parts) in writing
words.
ELP Standards
Resources
letter salutations
-apostrophes to punctuate
contractions and plural possessives
g.Consult reference materials,
including beginning dictionaries,
as needed to check and correct
spellings.
15/20
Days
"I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling."
[ 3.L.04] I can assess the
meaning of a word or phrase
using a variety of strategies.
Determine or clarify the meaning
of unknown and multiple-meaning
word and phrases based on
grade 3 reading and content,
choosing flexibly from a range of
III-L-2:HI-2(vocab)
identifying the meaning/usage of sight
words and utilizing them in context.
III-L-2:HI-3(vocab)
identifying the meaning/usage of high
frequency words and utilizing them in
context.
III-L-2:HI-4(vocab)
25
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.04a-d
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
strategies.
a. Use sentence-level context as
a clue to the meaning of a word
or phrase.
b. Determine the meaning of the
new word formed when a known
affix is added to a known word
e.g., agreeable/disagreeable,
comfortable/
c. uncomfortable, care/careless,
heat/preheat).
d. Use a known root word as a
clue to the meaning of an
unknown word with the same root
(e.g., company, companion)
e.Use glossaries or beginning
dictionaries, both print and digital,
to determine or clarify the precise
meaning of key words and
phrases.
ELP Standards
explaining the meaning and usage of
grade-specific academic vocabulary and
symbols.
III-L-2:HI-7(vocab)
using knowledge of base/root words and
affixes (prefixes and suffixes) to
determine the meaning of unknown
grade-level content words.
III-L-2:HI-10(vocab)
using context clues in a variety of content
texts to confirm the intended meaning of
grade-level homonyms and multiplemeaning words.
III-L-2:HI-12(vocab)
using context clues in a variety of content
texts to confirm the intended meaning of
grade-level content words.
III-L-2:HI-14(vocab)
using a dictionary to identify meanings,
spellings, and pronunciations of gradelevel content words.
"I can assess the meaning of a
word or phrase using a variety
26
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
of strategies."
20/40
Days
[ 3.L.05] I can differentiate
between figurative language and
literal language.
Demonstrate understanding of
word relationships and nuances
in word meanings.
a.Distinguish the literal and nonliteral meanings of words and
phrases in context (e.g., take
steps).
III-L-2:HI-9(vocab)
completing and explaining analogous
relationships (e.g., bravery: courage ::
smooth: ______).
III-L-2:HI-13(vocab)
interpreting the meaning of figurative
language including in a variety of gradelevel texts.
b.Identify real-life connections
between words and their use
(e.g., describe people who are
friendly or helpful).
c.Distinguish shades of meaning
among related words that
describe states of mind or
degrees of certainty (e.g., knew,
believed, suspected, heard,
wondered).
27
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.05a-c
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
"I can differentiate between
figurative language and literal
language."
20/40
Days
[ 3.L.06] I can apply concepts of
3rd grade language when I
speak.
Acquire and use accurately
grade-appropriate conversational,
general academic, and domain
specific words and phrases,
including those that signal spatial
and temporal relationships (e.g.,
After dinner that night we went
looking for them).
"I can apply concepts of 3rd
grade language when I speak."
III-LS-1:HI-6
responding to comprehension questions
by demonstrating relationships among
facts, ideas or events and extending the
information to other relevant contexts
using appropriate academic vocabulary.
(e.g., problem/solution, cause/effect,
compare/contrast, etc.)
BT Unwrapped 3.L.06
III-LS-1:HI-8
responding to social conversations by
rephrasing and repeating information,
asking questions, offering advice, sharing
one’s experiences, and expressing one’s
thoughts.
III-LS-1:HI-9
asking questions to clarify ideas and
concepts.
20/40
Days
[ 3.W.02] I can compose and
illustrate an informational report
that includes main idea and
III-W-1:HI-4
writing expository essays and
informational reports that include topic
28
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.W.02
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
details about a topic.
Write an informative/explanatory
text to examine a topic and
convey ideas and information
clearly.
a. Introduce a topic and group
related information together;
include illustrations when useful
to aiding comprehension.
ELP Standards
sentences, main ideas, and relevant
supporting details, using appropriate
transitions, varied sentence structure and
precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing
only key ideas and relevant content
vocabulary summarizing a variety of text
and of varying length. (e.g., science text
chapter, article, book, oral presentations,
etc.).
b. Develop the topic with facts,
definitions, and details.
c. Use linking words and phrases
(e.g., also, another, and, more,
but) to connect ideas within
categories of information.
d. Provide a concluding
statement or section.
"I can compose and illustrate
an informational report that
includes main idea and details
about a topic."
29
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
11/03/14
Pacing
Standards/Pacing
ELP Standards
5/10
Days
[ 3.R.RL.02] Recount stories,
including fables, folktales, and
myths from diverse cultures:
determine the central message,
lesson, moral and explain how it
is conveyed through key details in
the text.
III-R-4:HI-5
retelling a story or event with a beginning,
middle, and end using transition words
and complete sentences.
BT Unwrapped 3.R.RL.02
III-L-1:HI-5 (v)
using simple present tense irregular
verbs: to be, to have, to do, and to go to
produce declarative, negative, and
interrogative simple sentences.
BT Unwrapped 3.L.01a-j
20/40
Days
"I can summarize the message
of fables, folktales, and myths,
and prove my thinking using
key details from the text."
[ 3.L.01def] I can apply concepts
of conventions when writing and
speaking.
d. Form and use regular and
irregular verbs.
e. Form and use the simple (e.g.,
I walked; I walk; I will walk) verb
tenses.
f. Ensure subject-verb and
pronoun- antecedent agreement.
"I can apply concepts of
conventions when writing and
III-L-1:HI-6 (v)
producing declarative, negative, and
interrogative sentences using simple
present tense verbs with subject-verb
agreement.
III-L-1:HI-7(v)
producing declarative, negative, and
interrogative sentences using present
progressive tense verbs with subject-verb
30
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
speaking."
ELP Standards
agreement.
III-L-1:HI-8(v)
differentiating between the use of simple
present and present progressive verb
tenses.
III-L-1:HI-9(v)
producing declarative, negative, and
interrogative sentences using simple past
tense regular verbs with subject-verb
agreement.
III-L-1:HI-10(v)
using simple past tense irregular verbs: to
be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences (subject-verb
agreement).
III-L-1:HI-11(v)
producing declarative, negative, and
interrogative sentences using irregular
simple past tense verbs with subject-verb
agreement.
III-L-1:HI-12(v)
III-L-1:HI-18(v)
31
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
20/40
Days
Standards/Pacing
ELP Standards
[ 3.L.02] I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling.
III-L-1:HI-19(v)
III-L-1:HI-20(v)
III-L-1:HI-21(v)
III-W-2:HI-2
spelling multi-syllable words using
knowledge of syllabication and spelling
patterns.
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
III-W-2:HI-3
spelling grade appropriate words (i.e.,
high frequency, common, academic,
homonyms and plurals).
a.Capitalize appropriate words in
titles.
III-W-2:HI-4
using capitalization for proper nouns (i.e.,
names, place names, dates, holidays,
languages), titles (including book and
poem titles), and abbreviations.
b.Use commas in addresses.
c.Use commas and quotation
marks in dialogue.
d.Form and use possessives.
e.Use conventional spelling for
high-frequency and other studied
words and for adding suffixes to
base words (e.g., sitting, smiled,
III-W-2:HI-5
using punctuation for:
- sentence endings
-semi-colons in a series,
introductory clauses, dialogue and direct
address
-quotation marks for dialogue
and titles
-colons to punctuate business
32
Chinle Unified School District, No. 24
September 2014
Resources
BT Unwrapped 3.L.02a_g
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
cries, happiness).
f.Use spelling patterns and
generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules,
meaningful word parts) in writing
words.
ELP Standards
Resources
letter salutations
-apostrophes to punctuate
contractions and plural possessives
g.Consult reference materials,
including beginning dictionaries,
as needed to check and correct
spellings.
10/20
Days
"I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling."
[ 3.L.04] I can assess the
meaning of a word or phrase
using a variety of strategies.
Determine or clarify the meaning
of unknown and multiple-meaning
word and phrases based on
grade 3 reading and content,
choosing flexibly from a range of
III-L-2:HI-2(vocab)
identifying the meaning/usage of sight
words and utilizing them in context.
III-L-2:HI-3(vocab)
identifying the meaning/usage of high
frequency words and utilizing them in
context.
III-L-2:HI-4(vocab)
33
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.04a-d
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
strategies.
a. Use sentence-level context as
a clue to the meaning of a word
or phrase.
b. Determine the meaning of the
new word formed when a known
affix is added to a known word
e.g., agreeable/disagreeable,
comfortable/
c. uncomfortable, care/careless,
heat/preheat).
d. Use a known root word as a
clue to the meaning of an
unknown word with the same root
(e.g., company, companion)
e.Use glossaries or beginning
dictionaries, both print and digital,
to determine or clarify the precise
meaning of key words and
phrases.
ELP Standards
explaining the meaning and usage of
grade-specific academic vocabulary and
symbols.
III-L-2:HI-7(vocab)
using knowledge of base/root words and
affixes (prefixes and suffixes) to
determine the meaning of unknown
grade-level content words.
III-L-2:HI-10(vocab)
using context clues in a variety of content
texts to confirm the intended meaning of
grade-level homonyms and multiplemeaning words.
III-L-2:HI-12(vocab)
using context clues in a variety of content
texts to confirm the intended meaning of
grade-level content words.
III-L-2:HI-14(vocab)
using a dictionary to identify meanings,
spellings, and pronunciations of gradelevel content words.
"I can assess the meaning of a
word or phrase using a variety
34
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
of strategies."
15/40
Days
[ 3.L.05] I can differentiate
between figurative language and
literal language.
Demonstrate understanding of
word relationships and nuances
in word meanings.
a.Distinguish the literal and nonliteral meanings of words and
phrases in context (e.g., take
steps).
III-L-2:HI-9(vocab)
completing and explaining analogous
relationships (e.g., bravery: courage ::
smooth: ______).
III-L-2:HI-13(vocab)
interpreting the meaning of figurative
language including in a variety of gradelevel texts.
b.Identify real-life connections
between words and their use
(e.g., describe people who are
friendly or helpful).
c.Distinguish shades of meaning
among related words that
describe states of mind or
degrees of certainty (e.g., knew,
believed, suspected, heard,
wondered).
"I can differentiate between
35
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.05a-c
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
figurative language and literal
language."
15/40
Days
[ 3.L.06] I can apply concepts of
3rd grade language when I
speak.
Acquire and use accurately
grade-appropriate conversational,
general academic, and domain
specific words and phrases,
including those that signal spatial
and temporal relationships (e.g.,
After dinner that night we went
looking for them).
"I can apply concepts of 3rd
grade language when I speak."
III-LS-1:HI-6
responding to comprehension questions
by demonstrating relationships among
facts, ideas or events and extending the
information to other relevant contexts
using appropriate academic vocabulary.
(e.g., problem/solution, cause/effect,
compare/contrast, etc.)
BT Unwrapped 3.L.06
III-LS-1:HI-8
responding to social conversations by
rephrasing and repeating information,
asking questions, offering advice, sharing
one’s experiences, and expressing one’s
thoughts.
III-LS-1:HI-9
asking questions to clarify ideas and
concepts.
15/40
Days
[ 3.W.02] I can compose and
illustrate an informational report
that includes main idea and
details about a topic.
III-W-1:HI-4
writing expository essays and
informational reports that include topic
sentences, main ideas, and relevant
36
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.W.02
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
Write an informative/explanatory
text to examine a topic and
convey ideas and information
clearly.
a. Introduce a topic and group
related information together;
include illustrations when useful
to aiding comprehension.
ELP Standards
supporting details, using appropriate
transitions, varied sentence structure and
precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing
only key ideas and relevant content
vocabulary summarizing a variety of text
and of varying length. (e.g., science text
chapter, article, book, oral presentations,
etc.).
b. Develop the topic with facts,
definitions, and details.
c. Use linking words and phrases
(e.g., also, another, and, more,
but) to connect ideas within
categories of information.
d. Provide a concluding
statement or section.
1 Days
"I can compose and illustrate
an informational report that
includes main idea and details
about a topic."
[ G3.W.AD.05] Additional
Standards
Chinle Unified School District, No. 24
September 2014
III-W-1:HI-2
writing simple poetry using a variety of
37
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
3.W.04. With guidance and
support from adults, produce
writing in which the development
and organization are appropriate
to task and purpose.
3.W.05. With guidance and
support from peers and adults,
develop and strengthen writing as
needed by planning, revising, and
editing.
3.W.06. With guidance and
support from adults, use
technology to produce and
publish writing (using
keyboarding skills) as well as to
interact and collaborate with
others.
3.W.08. Recall information from
experiences or gather information
from print and digital sources;
take brief notes on sources and
sort evidence into provided
categories.
ELP Standards
poetic devices and figurative language
including: personification, onomatopoeia,
alliteration, simile and metaphor.
III-W-1:HI-3
taking notes using self selected formats
based upon knowledge of oral or written
text structures with instructional support.
(e.g., Student selects Venn Diagram for
comparing and contrasting text).
III-W-1:HI-5
writing a summary paragraph containing
only key ideas and relevant content
vocabulary summarizing a variety of text
and of varying length. (e.g., science text
chapter, article, book, oral presentations,
etc.).
III-W-1:HI-6
writing a variety of functional text that
address audience, stated purpose and
context:
Letters
Directions
Procedures
Graphs/Tables
Brochures
38
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
III-W-3:HI-1
generating and organizing ideas to create
a prewriting plan using multiple selfselected methods (brainstorming,
webbing, writer’s notebook, journal, etc.).
III-W-5:HI-1
recording, evaluating and organizing
information, observations or questions on
a topic of student interest from two or
more sources (experiment, article,
textbook, guest speaker, video, Internet,
interview, podcasts, etc.) for
report/research purposes.
11/10/14
10/10
Days
[ 3.R.RI.08] Describe the logical
connection between particular
III-W-3:HI-1
III-W-3:HI-2
III-W-3:HI-3
III-W-3:HI-4
III-W-3:HI-5
III-W-3:HI-6
III-W-4:HI-1
III-W-4:HI-2
III-W-4:HI-3
III-W-5:HI-1
III-R-4:HI-12
identifying the cause and effect
39
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.R.RI.08
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
sentences and paragraphs in a
text (e.g., comparison,
cause/effect, first/second/third in
a sequence).
15/40
Days
"I can use reading strategies
such as cause and effect,
compare and contrast, and
sequencing to help me
understand expository texts."
[ 3.L.01def] I can apply concepts
of conventions when writing and
speaking.
d. Form and use regular and
irregular verbs.
e. Form and use the simple (e.g.,
I walked; I walk; I will walk) verb
tenses.
f. Ensure subject-verb and
pronoun- antecedent agreement.
"I can apply concepts of
conventions when writing and
speaking."
ELP Standards
relationship of two related events in a
literary selection.
III-L-1:HI-5 (v)
using simple present tense irregular
verbs: to be, to have, to do, and to go to
produce declarative, negative, and
interrogative simple sentences.
III-L-1:HI-6 (v)
producing declarative, negative, and
interrogative sentences using simple
present tense verbs with subject-verb
agreement.
III-L-1:HI-7(v)
producing declarative, negative, and
interrogative sentences using present
progressive tense verbs with subject-verb
agreement.
40
Chinle Unified School District, No. 24
September 2014
Resources
BT Unwrapped 3.L.01a-j
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
III-L-1:HI-8(v)
differentiating between the use of simple
present and present progressive verb
tenses.
III-L-1:HI-9(v)
producing declarative, negative, and
interrogative sentences using simple past
tense regular verbs with subject-verb
agreement.
III-L-1:HI-10(v)
using simple past tense irregular verbs: to
be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences (subject-verb
agreement).
III-L-1:HI-11(v)
producing declarative, negative, and
interrogative sentences using irregular
simple past tense verbs with subject-verb
agreement.
III-L-1:HI-12(v)
III-L-1:HI-18(v)
III-L-1:HI-19(v)
III-L-1:HI-20(v)
41
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
III-L-1:HI-21(v)
15/40
Days
[ 3.L.02] I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling.
III-W-2:HI-2
spelling multi-syllable words using
knowledge of syllabication and spelling
patterns.
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
III-W-2:HI-3
spelling grade appropriate words (i.e.,
high frequency, common, academic,
homonyms and plurals).
a.Capitalize appropriate words in
titles.
III-W-2:HI-4
using capitalization for proper nouns (i.e.,
names, place names, dates, holidays,
languages), titles (including book and
poem titles), and abbreviations.
b.Use commas in addresses.
c.Use commas and quotation
marks in dialogue.
d.Form and use possessives.
e.Use conventional spelling for
high-frequency and other studied
words and for adding suffixes to
base words (e.g., sitting, smiled,
cries, happiness).
III-W-2:HI-5
using punctuation for:
- sentence endings
-semi-colons in a series,
introductory clauses, dialogue and direct
address
-quotation marks for dialogue
and titles
-colons to punctuate business
letter salutations
-apostrophes to punctuate
42
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.02a_g
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
f.Use spelling patterns and
generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules,
meaningful word parts) in writing
words.
ELP Standards
Resources
contractions and plural possessives
g.Consult reference materials,
including beginning dictionaries,
as needed to check and correct
spellings.
5/20
Days
"I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling."
[ 3.L.04] I can assess the
meaning of a word or phrase
using a variety of strategies.
Determine or clarify the meaning
of unknown and multiple-meaning
word and phrases based on
grade 3 reading and content,
choosing flexibly from a range of
strategies.
a. Use sentence-level context as
III-L-2:HI-2(vocab)
identifying the meaning/usage of sight
words and utilizing them in context.
III-L-2:HI-3(vocab)
identifying the meaning/usage of high
frequency words and utilizing them in
context.
III-L-2:HI-4(vocab)
explaining the meaning and usage of
grade-specific academic vocabulary and
43
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.04a-d
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
a clue to the meaning of a word
or phrase.
b. Determine the meaning of the
new word formed when a known
affix is added to a known word
e.g., agreeable/disagreeable,
comfortable/
c. uncomfortable, care/careless,
heat/preheat).
d. Use a known root word as a
clue to the meaning of an
unknown word with the same root
(e.g., company, companion)
e.Use glossaries or beginning
dictionaries, both print and digital,
to determine or clarify the precise
meaning of key words and
phrases.
10/40
Days
"I can assess the meaning of a
word or phrase using a variety
of strategies."
[ 3.L.05] I can differentiate
between figurative language and
ELP Standards
symbols.
III-L-2:HI-7(vocab)
using knowledge of base/root words and
affixes (prefixes and suffixes) to
determine the meaning of unknown
grade-level content words.
III-L-2:HI-10(vocab)
using context clues in a variety of content
texts to confirm the intended meaning of
grade-level homonyms and multiplemeaning words.
III-L-2:HI-12(vocab)
using context clues in a variety of content
texts to confirm the intended meaning of
grade-level content words.
III-L-2:HI-14(vocab)
using a dictionary to identify meanings,
spellings, and pronunciations of gradelevel content words.
III-L-2:HI-9(vocab)
completing and explaining analogous
44
Chinle Unified School District, No. 24
September 2014
Resources
BT Unwrapped 3.L.05a-c
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
literal language.
Demonstrate understanding of
word relationships and nuances
in word meanings.
a.Distinguish the literal and nonliteral meanings of words and
phrases in context (e.g., take
steps).
ELP Standards
relationships (e.g., bravery: courage ::
smooth: ______).
III-L-2:HI-13(vocab)
interpreting the meaning of figurative
language including in a variety of gradelevel texts.
b.Identify real-life connections
between words and their use
(e.g., describe people who are
friendly or helpful).
c.Distinguish shades of meaning
among related words that
describe states of mind or
degrees of certainty (e.g., knew,
believed, suspected, heard,
wondered).
"I can differentiate between
figurative language and literal
language."
45
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
10/40
Days
Standards/Pacing
[ 3.L.06] I can apply concepts of
3rd grade language when I
speak.
Acquire and use accurately
grade-appropriate conversational,
general academic, and domain
specific words and phrases,
including those that signal spatial
and temporal relationships (e.g.,
After dinner that night we went
looking for them).
"I can apply concepts of 3rd
grade language when I speak."
ELP Standards
III-LS-1:HI-6
responding to comprehension questions
by demonstrating relationships among
facts, ideas or events and extending the
information to other relevant contexts
using appropriate academic vocabulary.
(e.g., problem/solution, cause/effect,
compare/contrast, etc.)
Resources
BT Unwrapped 3.L.06
III-LS-1:HI-8
responding to social conversations by
rephrasing and repeating information,
asking questions, offering advice, sharing
one’s experiences, and expressing one’s
thoughts.
III-LS-1:HI-9
asking questions to clarify ideas and
concepts.
10/40
Days
[ 3.W.02] I can compose and
illustrate an informational report
that includes main idea and
details about a topic.
Write an informative/explanatory
text to examine a topic and
convey ideas and information
III-W-1:HI-4
writing expository essays and
informational reports that include topic
sentences, main ideas, and relevant
supporting details, using appropriate
transitions, varied sentence structure and
precise academic vocabulary.
46
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.W.02
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
clearly.
a. Introduce a topic and group
related information together;
include illustrations when useful
to aiding comprehension.
ELP Standards
Resources
III-W-1:HI-5
writing a summary paragraph containing
only key ideas and relevant content
vocabulary summarizing a variety of text
and of varying length. (e.g., science text
chapter, article, book, oral presentations,
etc.).
b. Develop the topic with facts,
definitions, and details.
c. Use linking words and phrases
(e.g., also, another, and, more,
but) to connect ideas within
categories of information.
d. Provide a concluding
statement or section.
11/17/14
5/10
Days
"I can compose and illustrate
an informational report that
includes main idea and details
about a topic."
[ 3.R.RI.08] Describe the logical
connection between particular
sentences and paragraphs in a
text (e.g., comparison,
cause/effect, first/second/third in
III-R-4:HI-12
identifying the cause and effect
relationship of two related events in a
literary selection.
47
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.R.RI.08
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
a sequence).
"I can use reading strategies
such as cause and effect,
compare and contrast, and
sequencing to help me
understand expository texts."
10/40
Days
[ 3.L.01def] I can apply concepts
of conventions when writing and
speaking.
BT Unwrapped 3.L.01a-j
d. Form and use regular and
irregular verbs.
e. Form and use the simple (e.g.,
I walked; I walk; I will walk) verb
tenses.
f. Ensure subject-verb and
pronoun- antecedent agreement.
10/40
Days
"I can apply concepts of
conventions when writing and
speaking."
[ 3.L.02] I can prove proficient
knowledge of conventions
BT Unwrapped 3.L.02a_g
48
Chinle Unified School District, No. 24
September 2014
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
including capitalization,
punctuation, and spelling.
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
a.Capitalize appropriate words in
titles.
b.Use commas in addresses.
c.Use commas and quotation
marks in dialogue.
d.Form and use possessives.
e.Use conventional spelling for
high-frequency and other studied
words and for adding suffixes to
base words (e.g., sitting, smiled,
cries, happiness).
f.Use spelling patterns and
generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules,
49
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
meaningful word parts) in writing
words.
g.Consult reference materials,
including beginning dictionaries,
as needed to check and correct
spellings.
5/40
Days
"I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling."
[ 3.L.05] I can differentiate
between figurative language and
literal language.
Demonstrate understanding of
word relationships and nuances
in word meanings.
a.Distinguish the literal and nonliteral meanings of words and
phrases in context (e.g., take
steps).
III-L-2:HI-9(vocab)
completing and explaining analogous
relationships (e.g., bravery: courage ::
smooth: ______).
III-L-2:HI-13(vocab)
interpreting the meaning of figurative
language including in a variety of gradelevel texts.
b.Identify real-life connections
between words and their use
(e.g., describe people who are
50
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.05a-c
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
friendly or helpful).
c.Distinguish shades of meaning
among related words that
describe states of mind or
degrees of certainty (e.g., knew,
believed, suspected, heard,
wondered).
"I can differentiate between
figurative language and literal
language."
5/40
Days
[ 3.L.06] I can apply concepts of
3rd grade language when I
speak.
Acquire and use accurately
grade-appropriate conversational,
general academic, and domain
specific words and phrases,
including those that signal spatial
and temporal relationships (e.g.,
After dinner that night we went
looking for them).
"I can apply concepts of 3rd
III-LS-1:HI-6
responding to comprehension questions
by demonstrating relationships among
facts, ideas or events and extending the
information to other relevant contexts
using appropriate academic vocabulary.
(e.g., problem/solution, cause/effect,
compare/contrast, etc.)
III-LS-1:HI-8
responding to social conversations by
rephrasing and repeating information,
asking questions, offering advice, sharing
one’s experiences, and expressing one’s
51
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.06
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
grade language when I speak."
ELP Standards
Resources
thoughts.
III-LS-1:HI-9
asking questions to clarify ideas and
concepts.
5/40
Days
[ 3.W.02] I can compose and
illustrate an informational report
that includes main idea and
details about a topic.
Write an informative/explanatory
text to examine a topic and
convey ideas and information
clearly.
a. Introduce a topic and group
related information together;
include illustrations when useful
to aiding comprehension.
III-W-1:HI-4
writing expository essays and
informational reports that include topic
sentences, main ideas, and relevant
supporting details, using appropriate
transitions, varied sentence structure and
precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing
only key ideas and relevant content
vocabulary summarizing a variety of text
and of varying length. (e.g., science text
chapter, article, book, oral presentations,
etc.).
b. Develop the topic with facts,
definitions, and details.
c. Use linking words and phrases
(e.g., also, another, and, more,
but) to connect ideas within
52
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.W.02
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
categories of information.
d. Provide a concluding
statement or section.
11/24/14
5/40
Days
"I can compose and illustrate
an informational report that
includes main idea and details
about a topic."
[ 3.L.01def] I can apply concepts
of conventions when writing and
speaking.
BT Unwrapped 3.L.01a-j
d. Form and use regular and
irregular verbs.
e. Form and use the simple (e.g.,
I walked; I walk; I will walk) verb
tenses.
f. Ensure subject-verb and
pronoun- antecedent agreement.
5/40
Days
"I can apply concepts of
conventions when writing and
speaking."
[ 3.L.02] I can prove proficient
knowledge of conventions
BT Unwrapped 3.L.02a_g
53
Chinle Unified School District, No. 24
September 2014
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
including capitalization,
punctuation, and spelling.
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
a.Capitalize appropriate words in
titles.
b.Use commas in addresses.
c.Use commas and quotation
marks in dialogue.
d.Form and use possessives.
e.Use conventional spelling for
high-frequency and other studied
words and for adding suffixes to
base words (e.g., sitting, smiled,
cries, happiness).
f.Use spelling patterns and
generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules,
54
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
meaningful word parts) in writing
words.
g.Consult reference materials,
including beginning dictionaries,
as needed to check and correct
spellings.
12/01/14
5 Days
1 Days
"I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling."
Benchmark #2
[ G3.W.AD.05] Additional
Standards
3.W.04. With guidance and
support from adults, produce
writing in which the development
and organization are appropriate
to task and purpose.
3.W.05. With guidance and
support from peers and adults,
develop and strengthen writing as
needed by planning, revising, and
editing.
III-W-1:HI-2
writing simple poetry using a variety of
poetic devices and figurative language
including: personification, onomatopoeia,
alliteration, simile and metaphor.
III-W-1:HI-3
taking notes using self selected formats
based upon knowledge of oral or written
text structures with instructional support.
(e.g., Student selects Venn Diagram for
comparing and contrasting text).
III-W-1:HI-5
55
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
3.W.06. With guidance and
support from adults, use
technology to produce and
publish writing (using
keyboarding skills) as well as to
interact and collaborate with
others.
3.W.08. Recall information from
experiences or gather information
from print and digital sources;
take brief notes on sources and
sort evidence into provided
categories.
ELP Standards
writing a summary paragraph containing
only key ideas and relevant content
vocabulary summarizing a variety of text
and of varying length. (e.g., science text
chapter, article, book, oral presentations,
etc.).
III-W-1:HI-6
writing a variety of functional text that
address audience, stated purpose and
context:
Letters
Directions
Procedures
Graphs/Tables
Brochures
III-W-3:HI-1
generating and organizing ideas to create
a prewriting plan using multiple selfselected methods (brainstorming,
webbing, writer’s notebook, journal, etc.).
III-W-5:HI-1
recording, evaluating and organizing
information, observations or questions on
a topic of student interest from two or
more sources (experiment, article,
56
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
textbook, guest speaker, video, Internet,
interview, podcasts, etc.) for
report/research purposes.
12/08/14
10/10
Days
[ 3.R.RL.07] Explain how specific
aspects of a text’s illustrations
contribute to what is conveyed by
the words in a story. (e.g., create
mood, emphasize aspects of a
character or setting.)
III-W-3:HI-1
III-W-3:HI-2
III-W-3:HI-3
III-W-3:HI-4
III-W-3:HI-5
III-W-3:HI-6
III-W-4:HI-1
III-W-4:HI-2
III-W-4:HI-3
III-W-5:HI-1
III-R-4:HI-14
describing the characters’ traits and their
motivations within a fictional text.
III-R-4:HI-17
relating illustrations to fictional text.
"I can draw conclusions about
the text based on the
illustrations in a story."
57
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.R.RL.07
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
40/40
Days
[ 3.W.01] Write opinion pieces on
topics or texts, supporting a point
of view with reasons.
III-W-1:HI-7
writing a persuasive essay that states a
clear position with supporting details using
persuasive vocabulary/strategies to
influence the reader (e.g.,
loaded/emotional words, exaggeration,
euphemisms bandwagon, peer pressure,
repetition, etc.).
a.Introduce the topic or text they
are writing about, state an
opinion, and create an
organizational structure that lists
reasons.
b.Provide reasons that support
the opinion.
c.Use linking words and phrases
(e.g., because, therefore, since,
for example) to connect opinion
and reasons.
d.Provide a concluding statement
or section.
"I can formulate an opinion and
support it with details
(reasons)."
58
Chinle Unified School District, No. 24
September 2014
Resources
BT Unwrapped 3.W.01
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
12/15/14
Pacing
Standards/Pacing
5/10
Days
[ 3.R.RL.07] Explain how specific
aspects of a text’s illustrations
contribute to what is conveyed by
the words in a story. (e.g., create
mood, emphasize aspects of a
character or setting.)
ELP Standards
III-R-4:HI-14
describing the characters’ traits and their
motivations within a fictional text.
Resources
BT Unwrapped 3.R.RL.07
III-R-4:HI-17
relating illustrations to fictional text.
"I can draw conclusions about
the text based on the
illustrations in a story."
40/40
Days
[ 3.L.01ghij] Demonstrate
command of the conventions of
Standard English grammar and
usage when writing or speaking.
III-L-1:HI-8 (adj)
using comparative and superlative
adjectives (e.g., big, bigger, biggest;
more/most/less/least, etc.).
g. Form and use comparative and
superlative adjectives and
adverbs, and choose between
them depending on what is to be
modified.
III-L-1:HI-9 (adj)
using irregular comparative and
superlative adjectives.
h. Use coordinating and
subordinating conjunctions.
i. Produce simple, compound,
III-L-1:HI-5 (adv)
using regular comparative and superlative
adverbs (e.g., slowly, less slowly, least
slowly, etc.).
III-L-1:HI-1 (c)
defining, using, and differentiating
59
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 3.L.01a-j
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
and complex sentences.
j.Write and organize a paragraph
that groups sentences about a
topic.
"I can apply concepts of
conventions when writing and
speaking."
ELP Standards
coordinating conjunctions used to join
nouns, verbs, adjectives, phrases and
clauses.
III-L-1:HI-1 (PH/CL)
using noun phrases in a complete
sentence.
III-L-1:HI-2 (PH/CL)
using joined noun phrases in a complete
sentence.
III-L-1:HI-3 (PH/CL)
III-L-1:HI-4 (PH/CL)
III-L-1:HI-5 (PH/CL)
III-L-1:HI-7 (PH/CL)
III-L-1:HI-8 (PH/CL)
III-L-1:HI-9 (PH/CL)
III-L-1-HI-2(SC)
producing sentences using subjects and
verbs, with subject-verb agreement. (S-V)
*III-L-1-HI-7 through 22 (SC)
60
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
40/40
Days
Standards/Pacing
[ 3.L.02fg] Demonstrate
command of the conventions of
standard English capitalization,
punctuation, and spelling when
writing.
ELP Standards
N/A
BT Unwrapped 3.L.02a-g
f.Use spelling patterns and
generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules,
meaningful word parts) in writing
words.
g.Consult reference materials,
including beginning dictionaries,
as needed to check and correct
spellings.
"I can prove proficient
knowledge of conventions
including capitalization,
punctuation, and spelling."
61
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
35/40
Days
[ 3.W.01] Write opinion pieces on
topics or texts, supporting a point
of view with reasons.
III-W-1:HI-7
writing a persuasive essay that states a
clear position with supporting details using
persuasive vocabulary/strategies to
influence the reader (e.g.,
loaded/emotional words, exaggeration,
euphemisms bandwagon, peer pressure,
repetition, etc.).
a.Introduce the topic or text they
are writing about, state an
opinion, and create an
organizational structure that lists
reasons.
b.Provide reasons that support
the opinion.
c.Use linking words and phrases
(e.g., because, therefore, since,
for example) to connect opinion
and reasons.
d.Provide a concluding statement
or section.
"I can formulate an opinion and
support it with details
(reasons)."
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September 2014
Resources
BT Unwrapped 3.W.01
ELD Methodologies
2014 Quarter Two Grade 03 ELA/Writing
Yearly Standards: 3.R.RL.10, 3.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
ELD Methodologies
Yearly Standards:
3.R.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band
independently and proficiently 3.R.RL.10 BT Unwrapped
3.R.RI.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades
2–3 text complexity band independently and proficiently. 3.R.RI.10 BT Unwrapped
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September 2014